Academic optimism of schools: A force for student achievement

Researchers have been challenged to go beyond socioeconomic status in the search for school-level characteristics that make a difference in student achievement. The purpose of the present study was to identify a new construct, academic optimism, and then use it to explain student achievement while c...

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Bibliographic Details
Published in:American educational research journal 2006, Vol.43 (3), p.425-446
Main Authors: Hoy, Wayne K, Tarter, C. John, Woolfolk Hoy, Anita
Format: Article
Language:English
Subjects:
Academic Achievement
Academic learning
Anspruchsniveau
Banduras
Correlation
Data Collection
Educational administration
Educational Environment
Educational research
Educational sciences
Einflussfaktor
Einstellung (Psy)
Elementary Schools
Eltern
Empirische Untersuchung
Fachbereich
Factor Analysis
High Schools
Hypothesis Testing
Influence
Instructional Leadership
Leadership
Learning
Lehrer
Leistung
Leistungsfähigkeit
Leistungsmessung
Leistungsmotivation
Lernumgebung
Lesen
Mathematikunterricht
Methodology
Minority students
Motivation
Naturwissenschaftlicher Unterricht
Observation, experimentation
Optimism
Parents
Parents & parenting
Principal
Psychology
R&D
Research & development
School Effectiveness
Schreiben
Schule
Schulkultur
Schüler
Schüler-Lehrer-Beziehung
Schülerleistung
Secondary schools
Selbstbewusstsein
Selbstwertgefühl
Selbstwirksamkeit
Social and Institutional Analysis
Socioeconomic factors
Socioeconomic Status
Sozialkunde
Sozioökonomische Lage
Structural equation modeling
Structural Equation Models
Students
Studies
Teachers
Trust (Psychology)
Urban Schools
USA
Variables
Vertrauen
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Description
Summary:Researchers have been challenged to go beyond socioeconomic status in the search for school-level characteristics that make a difference in student achievement. The purpose of the present study was to identify a new construct, academic optimism, and then use it to explain student achievement while controlling for socioeconomic status, previous achievement, and urbanicity. The study focused on a diverse sample of 96 high schools. A random sample of teachers from each school provided data on the school's academic optimism, and student achievement scores and demographic characteristics were obtained from the state department of education. A confirmatory factor analysis and hypothesis test were conducted simultaneously via structural equation modeling. As predicted, academic optimism made a significant contribution to student achievement after controlling for demographic variables and previous achievement. The findings support the critical nature of academic optimism. (DIPF/Orig.).
ISSN:0002-8312
1935-1011
DOI:10.3102/00028312043003425